Portland State University. Department of Educational Leadership and Policy
Date of Publication
Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction
Curriculum & Instruction
Universities and colleges -- Faculty, Higher Education -- Evaluation, Universities and colleges -- Evaluation, Educational evaluation
1 online resource (xvi, 141 p.) : ill.
Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions and organizational units. A key issue is faculty engagement. This qualitative case study explored factors that impact faculty participation in a professional school assessment initiative. Findings indicate that factors related to individual faculty characteristics (e.g., career preparation, knowledge, beliefs, and attitudes) and institutional characteristics (e.g., leadership, resources, reward structures, work environment, and technology) influence faculty members engagement in assessment activities. To support faculty adoption of and participation in assessment efforts, leaders need to provide a clear vision, professional expectations, and appropriate resource support to connect assessment efforts to organizational enhancement and effective student learning. Moreover, goal congruence between faculty and educational organization will create an environment, where faculty members can leverage their existing values, transfer their past experiences in regard to assessment. In turn, faculty can utilize engagement in assessment activities as a form of inquiry that leads to teaching and program improvement. Combined, a culture of assessment can be created that is integral rather than additive to teaching, learning, and scholarship.
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Emil, Serap, "Assessment for Improvement in Higher Education: Faculty Perception of and Participation in Program Assessment" (2011). Dissertations and Theses. Paper 605.